Introduction to Professional Psychology (Psy.D. Practicum I Consultation Group) PSY6543 Fall and Spring Semesters 2009-2010 Class Location: One Beach Street, San Francisco, Room 282 Instructor: Donna Moriguchi, Ph.D. Phone: 510/ 528.2811 drdonnamoriguchi@hotmail.com Grading: Credit/No Credit Credit Hours: 0 credits per semester Practicum I Consultation Group Course Description: This is a year-long consultation group in professional development that combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP- San Francisco. The focus of the consultation group is on the students’ Practicum I experience. An emphasis is placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles. Consultation Group Objectives: 1. The first objective is to facilitate the transition to graduate studies in professional psychology in general and to CSPP's Doctor of Psychology degree in clinical psychology in particular. Some of the issues that will be addressed are: a) how to integrate one's personal history and idiosyncratic gender/cultural/class identity in one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals. 2. The second objective in this semester is to assist students in the selection of, orientation to and socialization in their Practicum I field placement requirement. Special emphasis is placed on how to optimize this placement experience in the context of both traditional and emerging roles in professional psychology. An introduction to the three major schools of psychotherapy will be framed in the context of common factors in the field. Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced. 3. The third objective is to provide an open learning environment to explore confusions and concerns in the process of becoming a graduate student in the Psy.D. Program, especially in fulfilling the Practicum I requirement. Graduate study in professional psychology has specific challenges at this time since the field of psychology generally and the practice of psychology, in particular, is undergoing profound change. Major advances in the theory and techniques of assessment and intervention in professional psychology, changing demographics, social and economic developments, innovations in technology, and substantial changes in the health delivery system all portend uncertainty and change in the profession of psychology.In exploring these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are optimized. 4. The fourth objective is to introduce students to CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as it manifests itself in the Practicum and Internship experiences fundamental to CSPP’s Psy.D. Program. Sensitivity to and competence in all areas of diversity will be included. 5. The fifth objective is to introduce students to the broad range of expanding roles for professional psychologists. Many specialties and sub-specialties in the field are emerging with respect to changing populations, problems, and theories and techniques being used by psychologists to serve clients. Students are encouraged to become student members of both the American Psychological Association and the California Psychology Association to facilitate their exposure to contemporary issues in the practice of psychology. Consultation Group Component on Cultural and Ethnic Issues One of the most important changes in contemporary professional psychology is the direct attention to cultural difference.Explicit consideration of the impact of one’s ethnicity, gender, sexual orientation, spirituality, socio-economic class, disability, and other important cultural identifications on one’s functioning in the Practicum I requirement will be integrated throughout the seminar.As students will be enrolled concomitantly in the Cultural Awareness Seminar, discussions in this class are expected to incorporate issues raised in that course as they relate to the Practicum experience. Instructional Strategy This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes. With some exceptions, most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve lectures on the topics designated in the schedule and discussions related to those topics.Some DVD/video presentations may be used to illustrate problems and solutions regarding professional issues and to serve as focal points for discussion. Description of Course Requirements and Assessment Methods Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements.Due to the fact that the Clinical Consultation Group is not taken for course credit, student evaluation will be incorporated in the Psy.D. Practicum I Field Placement Evaluation.Any difficulties that arise in this group may be reflected as “some concern”, “serious concern” or “no credit” on the Field Placement Evaluation.In addition, more subjective factors such as personal growth and professionalism will be evaluated.Student learning will be assessed through the following methods: 1.Regular, on-time class attendance is required.If you are unable to attend a class, please leave me a message on my voice mail.Students who are consistently late or who miss more than two classes in a given semester risk receiving “no credit” for their field placement experience. 2.Class participation is a vital component of the class.In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations. For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on professional issues may be substituted. 3.Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities. 4.Assigned readings are required throughout the year.Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development. 5.Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2010. 6.Students will be required to present verbal reports on the nature of the Practicum experience that emphasizes the mission, goals and objectives of their agency and the student’s role in furthering this mission. Students should also present how the organizational structure of the agency facilitates the services rendered. Policies and Procedures:Behavioral Expectations/Attendance 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance.Attendance criteria for this class include the following: If you miss more than 2 classes this semester, it will result in the assignment of an extensive paper: missing 4 or more classes will result in a “No Credit,” even if you have performed well in other dimension of the class. If you are more than 10 minutes late for class, or in returning from break, it counts as missing half a class. Attendance is a basic requirement. Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contact the instructor as soon as possible if you learn you will be missing a course requirement. 2.Information on types of participation required by the course: Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on three clinical/ ethical/legal topics of their choosing. 3.Instructor Assumptions First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year.Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development 4.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 5.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 6.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. Confidentiality of classmates should also be maintained.Countertransference feelings and other personal issues discussed in relation to course material and presentations are expected to emerge as part of the class experience.These discussions should not be shared outside of the classroom. 7.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli; nghiselli@alliant.edu).
8.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 9.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus. 10.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. Course Schedule(Syllabus is Subject to Change) The following is the general structure and content of the course.Students should remember that the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs.We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Fall Semester September Orientation to Psy.D. Practicum I Selection Developing a resume and cover letter Brief Review of Interview Techniques The Psy.D. degree, professional developmentand career goal setting Required Readings: Murray, B. (2000) The degree that almost wasn’t: The PsyD comes of age.Monitor on Psychology. CSPP/LA, OPT. The Interview Process. October The Professional Behavior of a Psychologist Utilizing Supervision Introduction to Theory and Case Formulation Required Readings: Berger, S. and Buchholz, E.S. (1993) On becoming a supervisee: Preparation for learning in a supervisory relationship.Psychotherapy, 30, 1, 86-92. Brightman, B. D. (1984) Narcissistic issues in the training experience of the psychotherapist.International Journal of Psychoanalytic Psychotherapy, 10, 293-317. November Issues in Assessment, Diagnosis, and Intervention The Therapeutic Relationship Required Readings: Shainberg, D. “Teaching therapist how to be with their clients.” Ogden, T. (1989)“The Initial Analytic Meeting.”The Primitive Edge of Experience.Aronson: New York. December Preparing resumes and cover letters for the G2 Practicum placement Interviewing for placements and case presentation skills Required Readings: Glickauf-Hughes, C. (1994) Characterological resistances in psychotherapy supervision. Psychotherapy, 31:1, 58-66. Spring Semester January Areas of Specialization Preparation for G2 Practicum matching Required Readings: Gordon, C., and Riess, H. (2005) The Formulation as a Collaborative Conversation.Harvard Review of Psychiatry. 13: 112-123. February Legal and Ethical Issues APA Code of Conduct Required Readings: Nagy, T. (2005) Ethics in Plain English: An illustrative casebook for Psychologist, 2 ed. American Psychological Association: Washington, D.C. March Professional Development Issues Continued: Required Readings: Pine, F. (1985) The Interpretive Moment.Developmental Theory and Clinical Process.Yale University Press. April Termination Issues Balancing Career and Family Required Readings: La Roche, M.J. and Maxie, A. (2003) Ten considerations in addressing cultural differences in psychotherapy.Professional Psychology: Research and Practice, 34:2, 180-186. May Case Presentation Skills and Case Formulation Assessing Your Progress: Your Strengths and Identifying Areas to Improve. Issues in Evaluation and Feedback Required Readings: TBA
(Psy.D. Practicum I Consultation Group)
PSY6543
Fall and Spring Semesters 2009-2010
Class Location: One Beach Street, San Francisco, Room 282
Instructor: Donna Moriguchi, Ph.D.
Phone: 510/ 528.2811
drdonnamoriguchi@hotmail.com
Grading: Credit/No Credit
Credit Hours: 0 credits per semester
Practicum I Consultation Group Course Description:
This is a year-long consultation group in professional development that combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP- San Francisco. The focus of the consultation group is on the students’ Practicum I experience. An emphasis is placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles.
Consultation Group Objectives:
1. The first objective is to facilitate the transition to graduate studies in professional psychology in general and to CSPP's Doctor of Psychology degree in clinical psychology in particular. Some of the issues that will be addressed are: a) how to integrate one's personal history and idiosyncratic gender/cultural/class identity in one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals.
2. The second objective in this semester is to assist students in the selection of, orientation to and socialization in their Practicum I field placement requirement. Special emphasis is placed on how to optimize this placement experience in the context of both traditional and emerging roles in professional psychology. An introduction to the three major schools of psychotherapy will be framed in the context of common factors in the field. Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced.
3. The third objective is to provide an open learning environment to explore confusions and concerns in the process of becoming a graduate student in the Psy.D. Program, especially in fulfilling the Practicum I requirement. Graduate study in professional psychology has specific challenges at this time since the field of psychology generally and the practice of psychology, in particular, is undergoing profound change. Major advances in the theory and techniques of assessment and intervention in professional psychology, changing demographics, social and economic developments, innovations in technology, and substantial changes in the health delivery system all portend uncertainty and change in the profession of psychology. In exploring
these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are optimized.
4. The fourth objective is to introduce students to CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as it manifests itself in the Practicum and Internship experiences fundamental to CSPP’s Psy.D. Program. Sensitivity to and competence in all areas of diversity will be included.
5. The fifth objective is to introduce students to the broad range of expanding roles for professional psychologists. Many specialties and sub-specialties in the field are emerging with respect to changing populations, problems, and theories and techniques being used by psychologists to serve clients. Students are encouraged to become student members of both the American Psychological Association and the California Psychology Association to facilitate their exposure to contemporary issues in the practice of psychology.
Consultation Group Component on Cultural and Ethnic Issues
One of the most important changes in contemporary professional psychology is the direct attention to cultural difference. Explicit consideration of the impact of one’s ethnicity, gender, sexual orientation, spirituality, socio-economic class, disability, and other important cultural identifications on one’s functioning in the Practicum I requirement will be integrated throughout the seminar. As students will be enrolled concomitantly in the Cultural Awareness Seminar, discussions in this class are expected to incorporate issues raised in that course as they relate to the Practicum experience.
Instructional Strategy
This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes. With some exceptions, most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve lectures on the topics designated in the schedule and discussions related to those topics. Some DVD/video presentations may be used to illustrate problems and solutions regarding professional issues and to serve as focal points for discussion.
Description of Course Requirements and Assessment Methods
Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements. Due to the fact that the Clinical Consultation Group is not taken for course credit, student evaluation will be incorporated in the Psy.D. Practicum I Field Placement Evaluation. Any difficulties that arise in this group may be reflected as “some concern”, “serious concern” or “no credit” on the Field Placement Evaluation. In addition, more subjective factors such as personal growth and professionalism will be evaluated. Student learning will be assessed through the following methods:
1. Regular, on-time class attendance is required. If you are unable to attend a class, please leave me a message on my voice mail. Students who are consistently late or who miss more than two classes in a given semester risk receiving “no credit” for their field placement experience.
2. Class participation is a vital component of the class. In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations. For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on professional issues may be substituted.
3. Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities.
4. Assigned readings are required throughout the year. Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development.
5. Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2010.
6. Students will be required to present verbal reports on the nature of the Practicum experience that emphasizes the mission, goals and objectives of their agency and the student’s role in furthering this mission. Students should also present how the organizational structure of the agency facilitates the services rendered.
Policies and Procedures: Behavioral Expectations/Attendance
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance. Attendance criteria for this class include the following: If you miss more than 2 classes this semester, it will result in the assignment of an extensive paper: missing 4 or more classes will result in a “No Credit,” even if you have performed well in other dimension of the class. If you are more than 10 minutes late for class, or in returning from break, it counts as missing half a class. Attendance is a basic requirement.
Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contact the instructor as soon as possible if you learn you will be missing a course requirement.
2. Information on types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on three clinical/ ethical/legal topics of their choosing.
3. Instructor Assumptions
First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year. Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development
4. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
5. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
6. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
Confidentiality of classmates should also be maintained. Countertransference feelings and other personal issues discussed in relation to course material and presentations are expected to emerge as part of the class experience. These discussions should not be shared outside of the classroom.
7. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli; nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
10. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
Course Schedule (Syllabus is Subject to Change)
The following is the general structure and content of the course. Students should remember that the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics.
Fall Semester
September
Orientation to Psy.D. Practicum I Selection
Developing a resume and cover letter
Brief Review of Interview Techniques
The Psy.D. degree, professional development and career goal setting
Required Readings:
Murray, B. (2000) The degree that almost wasn’t: The PsyD comes of age. Monitor on Psychology.
CSPP/LA, OPT. The Interview Process.
October
The Professional Behavior of a Psychologist
Utilizing Supervision
Introduction to Theory and Case Formulation
Required Readings:
Berger, S. and Buchholz, E.S. (1993) On becoming a supervisee: Preparation for learning in a supervisory relationship. Psychotherapy, 30, 1, 86-92.
Brightman, B. D. (1984) Narcissistic issues in the training experience of the psychotherapist. International Journal of Psychoanalytic Psychotherapy, 10, 293-317.
November
Issues in Assessment, Diagnosis, and Intervention
The Therapeutic Relationship
Required Readings:
Shainberg, D. “Teaching therapist how to be with their clients.”
Ogden, T. (1989) “The Initial Analytic Meeting.” The Primitive Edge of Experience. Aronson: New York.
December
Preparing resumes and cover letters for the G2 Practicum placement
Interviewing for placements and case presentation skills
Required Readings:
Glickauf-Hughes, C. (1994) Characterological resistances in psychotherapy supervision. Psychotherapy, 31:1, 58-66.
Spring Semester
January
Areas of Specialization
Preparation for G2 Practicum matching
Required Readings:
Gordon, C., and Riess, H. (2005) The Formulation as a Collaborative Conversation. Harvard Review of Psychiatry. 13: 112-123.
February
Legal and Ethical Issues
APA Code of Conduct
Required Readings:
Nagy, T. (2005) Ethics in Plain English: An illustrative casebook for Psychologist, 2 ed. American Psychological Association: Washington, D.C.
March
Professional Development Issues Continued:
Required Readings:
Pine, F. (1985) The Interpretive Moment. Developmental Theory and Clinical Process. Yale University Press.
April
Termination Issues
Balancing Career and Family
Required Readings:
La Roche, M.J. and Maxie, A. (2003) Ten considerations in addressing cultural differences in psychotherapy. Professional Psychology: Research and Practice, 34:2, 180-186.
May
Case Presentation Skills and Case Formulation
Assessing Your Progress: Your Strengths and Identifying Areas to Improve.
Issues in Evaluation and Feedback
Required Readings: TBA